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General Biology 2 – Grade 11

(STEM) Learning Activity Sheets
Quarter 3 – Week 2B: Mechanisms that Produced Change in Populations

First Edition, 2021

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 WEEKLY LEARNING ACTIVITY SHEETS
General Biology 2 Quarter 3 Week 2B

Mechanisms that Produced Change in Populations

Most Essential Learning Competency (MELC)

Explain the mechanisms that produce change in populations from generation to

generation (e.g., artificial selection, natural selection, genetic drift, mutation,
recombination) (STEM_BIO11/12/-IIIc-g-9)

Specific Objectives:
1. Identify the mechanisms that produce change in populations from generation
to generation and cite example of each mechanism.
2. Explain what will happen to the populations when it reaches equilibrium according to
Hardy- Weinberg principle.

Time Allotment: 2 Hours

Key Concepts
Evolution, the gradual process of change, is naturally occurring among populations at
negligible rate. In nature, populations such as grasses, birds, dolphins and other organisms, and
even the Covid-19 virus, are usually evolving.

What are the mechanisms that produce change in populations from generation to
generation?

1. Natural Selection. Charles Darwin introduced

natural selection as evolution process which
hypothesize that all forms of life came from a
common ancestry which developed into various
forms as they adapted to their environment.
Based on the theory, the population is controlled
by several factors in the environment. Organisms
that possessed favorable traits and who can better
adapt to their environment will survive, leaving
behind many offspring; while those that failed to
adapt, will leave fewer offspring and will die and
may totally disappear. Natural selection results in
the accumulation of new variations and the loss of
unfavorable ones, giving rise to new species. This
Source: pinterest.ph/pin/478929741621/
theory summarizes the famous evolutionary
context “survival of the fittest” (see Figure 1). Figure 1 Natural Selection of Nature

Author: GLENN MARK P. JALOP

Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
2
2. Artificial selection. Farmers and genetic
engineers intentionally prefer "selective
breeding”, where they select desirable traits in
agricultural products or animals, rather than
leaving the species to evolve and change
gradually without human interference. Over the
course of decades, selection was used by farmers
and breeders to cause major changes in the
characteristics of their plants or animals.
Selectively using only, the plants and animals
with desirable characteristics to reproduce,
causing the evolution of farm stock. As shown in
Figure 2, farmers have cultivated numerous
popular crops from the wild mustard, by
artificially selecting their preferred attributes.
Source: evolution.berkeley.edu/evolibrary/article/evo_30

Figure 2 These common vegetables were cultivated

from forms of wild mustard. This is evolution through
artificial selection.
3. Genetic Drift. It describes random fluctuations in allele frequencies in a population.
Eventually, genetic drift can cause a subpopulation to become genetically distinct from its
original population. Over a long period of time, genetic drift and the accumulation of other
genetic changes can result in speciation, which is the evolution of a new species.
The cheetah shown in Figure 3 is a
species whose evolution has been
seriously affected by genetic drift
which caused their population to
decline over the last 5,000 years. As a
result, most of the cheetah’s
descendants are almost genetically
uniform with each other. One
consequence of this genetic uniformity
is reduced disease resistance- cheetah
cubs are more likely to die from
disease than the cubs of lions or
leopards. The main reason of their
hasten extinction than the other
species. One example of genetic drift is Source: cheetahlearning.com/wp/further faster/
a Bottleneck effect which may
Figure 3 Cheetahs are endangered. Cheetahs have gone
happen when the size of a population through at least two drastic declines in population size.
is severely reduced. Also, natural
disasters like earthquakes, floods, fires can lessen a population, leaving behind a small,
random assortment of survivors.

4. Mutation. It is a permanent change in the DNA sequence of a gene. It may sometimes useful
but mostly mutation is harmful because it changes the way a cell behaves. That is, when the
genes which contain instructions necessary for a cell to work is changed or mutated, then the
cell may not know what it is supposed to do.
Author: GLENN MARK P. JALOP
Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
3
 Mutations are divided into
two general types based on the
ranges in size from a single
DNA base to a large segment of
a chromosome. These two
general types are DNA
mutations and chromosomal
mutations. DNA mutations are
mutations that happen when
there are changes in the
nucleotide sequence of the
DNA while chromosomal
mutations are mutations that
Source: shutterstock.com/search/translocation
occur when there are changes
or abnormalities in the Figure 4: Types of Chromosomal Mutations
structure and number of chromosomes. Chromosomal mutations are also called chromosomal
abnormalities or chromosomal aberrations (See Figure 4).

5. Recombination. It is a process by
which pieces of DNA are broken
and recombined to produce new
combinations of alleles. This
recombination process creates
genetic diversity at the level of
genes that reflects differences in
the DNA sequences of different
organisms.
Recombination typically occurs
during meiosis in eukaryotic cells.
It is during this type of cell division
that gametes – sperm and egg cells
Source: quora.com/Which-phase-of-the-prophase-of-Meiosis-1-does-
are produced. During the first
phase of meiosis, the homologous Figure 5 Recombination in Meiosis
pairs of maternal and paternal chromosomes align. Then, the arms of the chromosomes
temporarily fuse and overlap, causing a crossover. Crossovers result in recombination (see
Fig.5) and the exchange of genetic material between the maternal and paternal chromosomes.
This led the offspring to have different combinations of genes than their parents. Those genes
that are located farther apart on the same chromosome have a greater likelihood of
undergoing recombination, likely having a greater recombination frequency.

Author: GLENN MARK P. JALOP

Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
4
By which means or conditions which evolution will not occur?

The answer to this question is provided in the Hardy- Weinberg Principle which states
that the allele frequencies in population will remain constant unless one or more factors caused
these frequencies to change. When allele frequencies remain, constant there is genetic
equilibrium, thus, the population will not evolve.

Hardy-Weinberg Principle hold on to the following conditions:

1. No mutation. No new alleles are generated by mutation nor are genes duplicated or deleted.
2. Random mating. Organisms mate randomly with each other with no preference for
particular genotypes.
3. No gene flow. Neither individuals nor their gametes will enter or exit the population.
4. Very large population size. The population should be effectively infinite in size.
5. No natural selection. All alleles that confer equal fitness tend to make organisms likely to
survive and reproduce and those alleles with reduced fitness tend to have a dropping
frequency from one generation to the next.

When these conditions are met, the genetic equilibrium is maintained from generations to
generations. The gene pool in a population remains pretty stable. All the five mechanisms of
evolution mentioned above may act to some extent in any natural population. In fact, the
evolutionary route of a given gene that is, how its alleles change in frequency in the population
across generations may result from several evolutionary mechanisms acting at once. However,
when the genetic equilibrium is not achieved or when at a stable state is disrupted, the
population will continuously evolve.

Activity 1. Complete Me!

Objective: Identify the mechanisms that produce change in populations from generation to
generation and cite example of each mechanism.
What you need: pen and answer sheet
What to do: Identify the mechanisms being described in each number and cite one example in
each mechanism and answer the guide question in two sentences in a separate
sheet of paper.
Description Mechanism Example
1. It is a permanent change in the DNA sequence of a gene.
2. It describes random fluctuations in allele frequencies in a
population
3. It is the results in the accumulation of new variations and
the loss of unfavorable ones, giving rise to new species.
4. It is a process by which pieces of DNA are broken and
recombined to produce new combinations of alleles
populations.
5.It is also called "selective breeding”, where humans select
for desirable traits in agricultural products or animals.

Guide Question
If you are given a chance to select one mechanism that produces change in populations
from generation to generation, what mechanism would you select and why?

Author: GLENN MARK P. JALOP

Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
5
 Rubric for Grading Explanations for Activity 1
3 Points 2 Points 1 Point
The concepts or ideas Some concepts or ideas Most concepts or ideas
presented are correct, well- presented are incorrect, not presented are incorrect, not
organized thought and no organized thought and with organized thought and has
grammatical or spelling errors. minimal grammatical or spelling many grammatical or
errors. spelling errors.

Activity 2. Science Think!

Objective: Explain what will happen to the populations when it reaches equilibrium according
to Hardy- Weinberg Principle.
What to do: Think like a scientist and answer the task below. Formulate four questions that
you want to be answered by both Hardy and Weinberg. The questions may either prove or
disapprove their principle. Write your answers in a bubble thought in your answer sheet. An
example is given as your guide. Please see the rubric below for you to be guided.

Situation: We are facing this pandemic from across the globe due to the corona virus disease or
the COVID-19 which affected all of us. For over a year, the said virus has now its new strain or
variant. Now, if Hardy and Weinberg are with us and will give you the chance to ask questions
relating to their principle, what will you ask them both about the rise of this COVID?

Guide Question:
Directions: Write your answer in two sentences in a separate sheet of paper.
If you were Hardy and Weinberg, what would be your answers to the questions you
asked?

Rubric for Grading on Activity 2

3 Points 2 Points 1 Point
The question presented is
The question presented is
not well structured but still
well structured and is aligned The question presented is
aligned to the given task. The
to the given task. The not well structured and not
question has a little
question has no aligned to the given task. The
misconception.
misconception. question has misconceptions.
The answers given are correct
The answers given are The answers given are
but not in line with Hardy-
correct and in line with wrong.
Weinberg Principle.
Hardy- Weinberg Principle.

Author: GLENN MARK P. JALOP

Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
6
Reflection

Directions: Please put a check mark in the column that corresponds to your answer.
1. Which of the concepts listed in the table below interest you the most? the least?
Concepts Interesting Least Interesting
Natural Selection
Artificial Selection
Genetic drift
Mutation
Recombination
Hardy-Weinberg Principle
Directions: Write your answer in two sentences in a separate sheet of paper.
1. Did the activities help you understand the topic? (Yes/No). Explain your answer.
2. What is the significance/connection of the topic in your life?

References

A. Book Sources
Department of Education. Science and Technology Biology Textbook for Second Year. Book
Media Press, Inc. 2009.
K to 12 MELCS with Corresponding CG- Codes. Department of Education: Curriculum and
Instruction Strand, 2020
Johnson, George B. & Losos, Jonathon B. The Living World 5th Edition. New York, NY McGraw-
Hill. 2008.
Mader, Sylvia S. (2001). Biology (10th ed.). New York, NY: McGraw-Hill. 285-286. Sal. (Sep 30,
2009).
Pagunsan, Manuela P. & Lomotan Yolanda I. Integrative Biology Aligned to Understanding by
Design. 2010.
Raven, Peter and Johnson,et al. Holt Biology – Teacher Edition, McGraw-Hill Education 2010.

B. Web Sources
ER Services, Biology for Major 1. Accessed on January 30, 2021. Retrieved from
https://courses.lumenlearning.com/suny-wmopen biology1/chapter/dna-mutations/
Khan Academy. Hardy-Weinberg Principle. Accessed on January 18, 2021. Retrieved from:
http://www.khanacademy.org/science/biology/v/hardy-weinberg-principle.
https://www.khanacademy.org/science/ap-biology/natural-selection/population
genetics/a/genetic-drift-founder bottleneck#:~:text=Genetic%20drift%20is%20a%20
mechanism, are %20strongest%20in%20small%20 populations.
Scitable by Nature Education. Accessed on January 19, 2021. Retrieved from
https://www.nature.com/scitable/definition/recombination-226/

C. Image References
Figure 1. Natural Selection of Nature. https://www.pinterest.ph/pin/478929741621817097/
Figure 2. These common vegetables were cultivated from forms of wild mustard. This is
evolution through artificial selection. https://evolution.berkeley.edu/evolibrary/

Author: GLENN MARK P. JALOP

Station: Santiago National High School
Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or glennmarkjalop@gmail.com
7
Figure 3. https://www.cheetahlearning.com/wp/furtherfaster/
Figure 4. Figure 4: Types of Chromosomal Mutations. https:// https://www.quora.com/Which-
phase-of-the-prophase-of-Meiosis-1-does-genetic- recombination-occurs
Figure 5: Figure 5 Recombination in Meiosis. https://www.nature.com/scitable/

Answer Key

Author: GLENN MARK P. JALOP

Station: Santiago National High
School Division: Agusan del Norte
Email address: glennmark.jalop@deped.gov.ph or
glennmarkjalop@gmail.com